Peer Observation Program Research Articles

Self-regulated learning in secondary school: Students’ self-feedback in a peer observation programme

Self-regulated learning (SRL) is crucial for fostering learner autonomy and lifelong learning skills. The article focuses on observation as a trigger of student self-feedback and self-reflection towards the development of SRL. A student peer observation programme, co-designed and piloted by teachers and researchers in two Portuguese public secondary schools is introduced, including its theoretical and methodological framework, observation scheme, and supporting observation guides. A qualitative study of self-reported effects by participating students was performed with the objectives of identifying strong aspects and possible improvements to the programme but also to gain a deeper understanding of how observation and self-feedback mediate between the performance and self-reflection phases of SRL. The results reveal an increased appreciation for feedback from various sources, and of the reflection it enables, with students emphasizing seeking help from teachers and peers. Implications for designing collaborative and student-centred learning environments with observational strategies to promote SRL are included.

A novel hospitalist peer observation program to improve educational and operational rounding practices.

Academic hospitalists must balance trainee education with operational demands to round efficiently and optimize hospital throughput. Peer observation has been shown to support educator development, however, few hospitalists have formal training to optimize both skill sets. We sought to extend and adapt peer observation programs to equally focus on education and operations-based outcomes. During the 2-year study period, 76 of 98 (78%) eligible faculty participated in a structured, real-time peer observation program. Immediately after observing a peer, 42% of respondents planned to adopt an operations-related rounding behavior. Following program completion, 77% of respondents endorsed the implementation of a new rounding behavior learned from a peer, with a third of these behaviors related to clinical operations. Ninety-five percent of respondents endorsed at least a moderate degree of program satisfaction. High levels of engagement and sustained behavior change following program participation suggest clinical operations are an important addition to peer observation programs and faculty development initiatives.

Continuous Professional Development of Secondary School Teachers through Peer Observation: Implications for Policy & Practice

This qualitative action research study aimed to examine teachers’ perceptions about peer observation as an instrument for their Continuous Professional Development (CPD). For this purpose, the experiences of 12 purposefully selected secondary school teachers were captured through peer observation tool followed by focus group interviews to answers two research questions i.e. do teachers perceive peer observation as an effective instrument for their continuous professional development; and what are the merits and demerits in seeking sound professional development through peer observations? The conclusion reveals that peer observation was viewed by teachers as a valuable tool for their professional growth. Teachers reported that peer observation allowed them less anxiety, hesitation and pressure during teaching making the process more reliable and authentic. However, participants also reported time factor and less experience in observation on the part of teachers as obstacles to peer observation. The study includes some suggested recommendations for a more improved peer observation program.

‘It has a lot more to contribute than just the teaching’: Perceptions of participants in a peer-observation programme to develop clinical teaching

This study sought to evaluate the perceptions of participants in a faculty development project involving peer observation of clinical teaching. Learning in the workplace, and therefore clinical teaching, remain important for the development of doctors. It is recognised that clinical teaching is complex, and that doctors need support to develop the skills necessary to become effective educators. The literature suggests that doctors develop as clinical teachers through experiential learning based in the workplace, learning from peers and critical reflection, and this is best …

La observación formativa como instrumento de desarrollo en profesores universitarios en la Universidad Europea de Madrid

La incorporación de modalidades de aprendizaje alternativas, como la observación formativa, en los planes de formación del profesorado en España hasta la fecha ha sido relativamente escasa. La Universidad Europea incorporó esta modalidad en su Plan de Desarrollo en el curso 2014-2015, analizando sus efectos en 12 profesores de diferentes perfiles. Las principales conclusiones hacen referencia a la buena acogida de esta modalidad por parte de los profesores sobre todo en su rol de observadores, su valor en la actualización de estrategias docentes, la mejora de la comprensión del entorno universitario para profesores noveles y la reflexión compartida que genera sobre la práctica docente. Los profesores destacan como aspectos a revisar la imposición de la acción formativa y la dificultad en encontrar horarios compatibles. Por último, los entrevistados con perfil más académico, aunque se perciben como mejores profesores, sienten que incorporan menos conexiones en su docencia con el mundo profesional.

Cross-institutional peer observation by online tutors: Sharing practice ‘outside the family’

Whilst increasingly widespread, teaching online can be a solo endeavour. In this paper, we consider how peer exchange between online tutors from different institutions may offer a solution to this professional isolation. We report on a cross-institutional peer observation and mentoring programme between the Universities of York (UK) and Waikato (New Zealand), designed to support tutors’ personal development through online peer exchange. Our findings reveal that tutors’ use of synchronous conferencing tools was influential in shaping the relationship between participants on the programme. Exposure to diversity served to challenge institutional pedagogical norms. We review the engagement strategies and emergent learning outcomes for participants, and discuss the necessary conditions of openness and commitment for effective peer exchange between online tutors from different cultural and institutional contexts.

A peer observation program for the professional development of laboratory tutors

A peer observation program for the professional development of laboratory tutors

How do Teachers Make Sense of Peer Observation Professional Development in an Urban School

The purpose of the research study is to explore how a peer observation training programme could be beneficial to the professional development of English teachers in an East Asian environment. The research objectives were to improve teaching practice, examine how teachers make sense of the peer observation programme after they have taken part in, and to suggest alternative approaches.Data were collected from three teachers who participated in a peer observation programme at a language school in Hong Kong through an interview process. The research discovered that peer observation can be a good tool for continuous professional development for teachers in order to develop their teaching strategies. This is especially important within the field of language education. From the analysis, most teachers are wary of the practicalities of peer observation due to the sensitivity that is associated with it. The research also discovered that teachers think that if the peer observation approach is well developed, it can be potentially interesting or generate excitement among teachers. It can support teachers to deliver their possible best practice. There is a general acknowledgement among the participants that there are certain elements of a teacher’s performance that only colleagues in the same or closely-related disciplines can accurately assess. In the absence of a clear cut procedure and requirement for evaluating a person and for the person being evaluated, both parties become frustrated as there is no yardstick of performance. Recommendations for improvement have also been presented.

Enhancing the status of peer observation through the scholarship of teaching and learning

In this Reflection on Practice I argue the case for using the principles of scholarship of teaching and learning (SoTL) to serve as a framework for evaluating and designing peer observation programmes in higher education contexts. I suggest that for peer observation to be an activity worthy of SoTL, it should be systematic, collaborative, rigorous, peer reviewed, and focused on learning about teaching to improve teaching. Using a set of criteria to critique a current peer observation programme I account for its strengths and weaknesses and suggest a way forward for elevating the status of peer observation.

Peer Observation of Teaching and Professional Development: Teachers' Perspectives at the English Language Institute, King Abdulaziz University

Peer Observation of Teaching (POT) is one means to help teachers develop professionally. It shows any institute's sincere efforts to help its teachers for the sake of improving the quality of learning and teaching. It also helps to spread a spirit of collegiality in the workplace by sharing best teaching practices among colleagues. This paper reports on participants' reflections and viewpoints regarding a piloting Peer Observation Program (POTP) implemented in the English Language Institute (ELI) main campus at King Abdulaziz University (KAU), Jeddah, Saudi Arabia in the academic year (2013-2014). It also investigates whether taking part in POT helped teachers to develop professionally and to what extent. This paper utilizes data from an evaluation questionnaire completed by 13 teachers (observers and observees). Based on data analysis, this paper identifies: 1) the benefit of peer observation to achieve professional development by building self-confidence, self-reflection, sharing ideas and learning new teaching techniques, 2) teachers’ needs for administrative remuneration and training on peer observation skills especially feedback techniques, and 3) the hurdles that might inhibit teachers from participating in POT, which included time constraints, busy workloads and paper work.

Foreign Language Teachers’ Professional Development through Peer Observation Programme

<p>The<strong> </strong>purpose of the research is to explore the development of peer-observation programme for the use of an extension language school in Hong Kong. The research objectives were to explore teachers’ perceptions on a peer observation programme as a means to improve teaching practice, examine how teachers make sense of the peer observation programme after they have taken part in it and to suggest alternative approaches and measures by which schools can improve peer observation programmes in schools.</p><p>Data was collected from six teachers who participated in peer observation programme in Hong Kong through an interview process. The research has found out that peer observation can be a good tool for continuous professional development for teachers in order to develop their teaching strategies. This is especially important within the field of language education. From the analysis, most teachers are wary of the practicalities of peer observation due to the sensitivity that is associated with it. The research also found out that teachers think that if the peer observation approach is well developed, it can be potentially interesting or generate excitement among teachers.</p>

Contributos da observação de pares multidisciplinar nas práticas reflexivas de professores dos ensinos básico e secundário

Reflective practices have been referred important, since last century, within teachers’ training success and teachers’ effective pedagogical action as much as they contribute to teachers’ professional development and institutional improvement. Such importance has been contributing to theory – practice relationship. Within teachers’ training contexts, this concept has different shapes as it depends of trainees and training processes’ internationalities. Reflective practices imply awareness and a critical attitude that requires an epistemological perspective. If this is not a priority, reflection risks to be superficial, as literature review shows. Within this paper, a multidisciplinary peer observation model conducted with basic and secondary teachers is evaluated. The objective is to assess the reflective potential it allows. Reports made by teachers following a multidisciplinary peer observation program were used as main data. The analysis allows concluding that model improves teachers’ self- reflection as an effect of observing process. Furthermore it is related with teachers’ community enhancement as they evolve with their peers.

Peer Observation For Online Distance Learning Tutors: Creating The Conditions For Effective Peer Exchange

Abstract This article explores how online distance learning tutors working within a higher education context may be supported in their professional development through participation on an institutional peer observation programme. Drawing on the reflections of participants from two cohorts (2011 and 2012) at the University of York, the article reviews the learning outcomes arising from the peer observation process and investigates the necessary conditions for fostering critical reflection on practice between tutors. Feedback from participants highlighted the importance of investing time in relationship-building at the outset of the process - a necessary first step before free-ranging and critical exchanges can flourish between partners. Pairings which invested time at this stage appeared to develop greater levels of trust, enabling them to probe their tutoring practices in a more critical way and explore areas of perceived weakness as well as tackling emergent themes in their dialogue. These observations have informed the development of a guidance framework for peer exchange at the University of York, which is summarised in the concluding part of this paper.

Peer observation of Teaching and Professional Development: Teachers’ Perspectives at the English Language Institute, King Abdulaziz University

Peer Observation of Teaching (POT) is one means to help teachers develop professionally. It shows any institute's sincere efforts to help its teachers for the sake of improving the quality of learning and teaching. It also helps to spread a spirit of collegiality in the workplace by sharing best teaching practices among colleagues. This paper reports on participants' reflections and viewpoints regarding a piloting Peer Observation Program (POTP) implemented in the English Language Institute (ELI) main campus at King Abdulaziz University (KAU), Jeddah, Saudi Arabia in the academic year (2013-2014). It also investigates whether taking part in POT helped teachers to develop professionally and to what extent. This paper utilizes data from an evaluation questionnaire completed by 13 teachers (observers and observees). Based on data analysis, this paper identifies: 1) the benefit of peer observation to achieve professional development by building self-confidence, self-reflection, sharing ideas and learning new teaching techniques, 2) teachers’ needs for administrative remuneration and training on peer observation skills especially feedback techniques, and 3) the hurdles that might inhibit teachers from participating in POT, which included time constraints, busy workloads and paper work.

Observing Teaching: A Lens for Self-reflection

Peer observation is often an unpopular form of professional development amongst faculty. Some of the reasons for this attitude are practical and logistical difficulties in organisation, possible threat to professionalism and uncertainty of aims and processes. However, peer observation with a specific focus on learning can be an essential form of professional development amongst faculty in a higher education institution. This paper describes a peer observation programme which took place at an English language medium university in the Gulf. Results suggest that teachers found peer observations provided learning opportunities and affective benefits and impacted positively on teaching.

The Effect of Peer Observation on Iranian EFL Teachers’ Self-efficacy

Self-efficacy beliefs influence teaching process. Researcher believes that peer observation, as an instructional strategy might be effective for increasing self-efficacy beliefs. Also the lack of refreshment especially in Iranian context in this regard, is another reason of conducting it. The purpose of this study is to test the relationships between peer observation and teacher self-efficacy. The participants are 48 English teachers of English language Institutes in Mashhad. After manager's permission, the volunteer teachers are randomly assigned into two groups, to one of which the peer observation program administered and to the other the conventional program. OSTES and Metcalf are used to measure teacher self-efficacy and teacher instructional skills respectively. The comparison is made based on pre-test, post-test in control and experimental groups. After calculating the mean scores and standard deviations, paired and independent samples t-tests are utilized. Observation sessions are done two times after a 7-10 day intervals. Statistics illustrates that self-efficacy level of control group's participants and their instructional skills has no changes after participating in this program, but peer observation improves observer teacher's self-efficacy (as high as supervisors self efficacy) and observer's teaching skills.

Faculty development for hospitalists: Structured peer observation of teaching

Hospitalists provide much of the clinical teaching in internal medicine, yet formative feedback to improve their teaching is rare. We developed a peer observation, assessment, and feedback program to improve attending hospitalist teaching. Participants were trained to identify 10 optimal teaching behaviors using a structured observation tool that was developed from the validated Stanford Faculty Development Program clinical teaching framework. Participants joined year-long feedback dyads and engaged in peer observation and feedback on teaching. Pre- and post-program surveys assessed confidence in teaching, performance of teaching behaviors, confidence in giving and receiving feedback, attitudes toward peer observation, and overall satisfaction with the program. Twenty-two attending hospitalists participated, averaging 2.2 years (± 2.1 years standard deviation [SD]) experience; 15 (68%) completed pre- and post-program surveys. Confidence in giving feedback, receiving feedback, and teaching efficacy increased (1 = strongly disagree, 5 = strongly agree, mean ± SD): "I can accurately assess my colleagues' teaching skills," (pre = 3.2 ± 0.9 vs post = 4.1 ± 0.6, P < 0.01), "I can give accurate feedback to my colleagues" (pre = 3.4 ± 0.6 vs post = 4.2 ± 0.6, P < 0.01), and "I am confident in my ability to teach students and residents" (pre = 3.2 ± 0.9 vs post = 3.7 ± 0.8, P = 0.026). Peer observation and feedback of teaching increases hospitalist confidence in several domains that are essential for optimizing teaching. Further studies are needed to examine if educational outcomes are improved by this program.

Introducing peer observation to primary school staff

The introduction of a peer observation programme at Anton Junior School has led to a much stronger focus on pedagogy, improvements in teaching and learning, and has been embraced by staff. Headteacher Tom Donohoe looks at how this has been achieved

Peer Observation Action Research Project

This paper outlines the initial findings of an action research project that focuses on the possible contribution of peer observation to a more collaborative environment and teachers’ professional growth at The University High School. The research component played a significant part as previous attempts to change the culture at the school were unsuccessful and investigating the forces that prevent collaboration in the day-to-day workings of the school became necessary. Our investigation reveals that whilst a peer observation programme has great potential to stimulate cooperation amongst teachers, the ingrained power relations in schools turn its intended professional growth outcomes on its head. Only if the school's leadership employs strategies to counter entrenched disciplinary structures in schools, can peer observation lead to more collaboration between staff members and stimulate professional learning.

Follow-up Assessment of a Faculty Peer Observation and Evaluation Program

To assess a previously described peer observation and evaluation program 2 years after implementation. An pre-implementation survey assessed faculty needs and attitudes related to peer evaluation. Two years after implementation, the survey was repeated and additional questions asked regarding adherence to peer observation and evaluation policies and procedures, feedback received, and impact on teaching. Faculty attitudes towards peer evaluation stayed the same or improved post-implementation. Adherence to the initial 3 steps of the process was high (100%, 100%, and 94%, respectively); however, step 4, which required a final discussion after student assessments were finished, was completed by only 47% of the respondents. All faculty members reported receiving a balance of positive and constructive feedback; 78% agreed that peer observation and evaluation gave them concrete suggestions for improving their teaching; and 89% felt that the benefits of peer observation and evaluation outweighed the effort of participating. Faculty members adhered to the policies and procedures of peer observation and evaluation and found peer feedback was beneficial.